Architecture Essays - Modernist Architects, Organic Architecture

Architecture Essays - Modernist Architects, Organic Architecture Architecture One career that I have been interested in for a long time is architecture. Architects are involved in the negotiation, design, and the supervision of construction of a clients request. This may be from something as simple as a house add-on, to something as grande as a shopping mall. Architecture has interested me for many years. I have always enjoyed the great detail and thorough drawings that are involved. The past two years I have taken the COPS and the CAPS tests, and both of the results stated that architecture would be a good career choice for me. Throughout my high school and middle school years, I have always done very well in math. It is good that I learn all of the techniques now, because architects use difficult mathematical functions just as much as they use art and design. The use of angles, dimensions, and all fields of geometry are used daily to make sure that the structure they are designing comes out to scale, with all the right angles, and dimensions that the! client requested. An architect is not an easy career to succeed in. Although once an architect does succeed, it is very well worth it. Most architects work an average of 40 to 45 hour weeks (Career Information Center, vol 4, pg 115-117). However, if the job needs to get finished to meet the deadline, they may spend much more than 40 hours working during that time. An architectural firm is where most architects work, but some work in their own firm. The office is like most offices, and can be referred to as the "Daily Grime". Education and training to become an architect is not easy. Every architect in the United States is required to have a license. College is very important. Most universities offer architecture as a major. Most schools that offer this major, usually have a separate school for an architectural degree. This degree consists of a 5-year program that leads to a bachelor of architecture degree. Courses in this program consist of classes in engineering, architectural design, buildin! g construction, structural theory, professional administration, and graphic representation (C.I.C., vol 4, pg 155-117). After you graduate, and obtain your bachelor degree, you go on to work in an architectural firm, but not as an architect. Instead you would work as a junior drafter, making models, and lettering. Then when you are ready to move on, you would become a senior drafter. This is where you become responsible for details in preliminary drawings. This goes on for about three years. At the end of the term, you become eligible to take the state licensing exam. The exam is a very crucial test for your architectural career, and tests you on the theory and history of architecture, construction, engineering, design, and professional practice (C.I.C., vol 4, pg 115-117). As of now, I am taking an ROP construction class. In this class, we just finished building a permanent wrestling room. We are in fact the first high school construction team in the United States to build a ! permanent building. Now we are finishing up another building, except this one is a portable class room. This course has given me great experience in construction, reading plans, following plans, and obeying all of the building codes. My geometry and trigonometry courses will help, and my eye for drawing will be a big factor also. All these things that have been completed in high school will help me on my way to become an architect. Salary is also important, especially if you are trying to raise a family. On average, an architect's salary is around $40,000 to $60,000 a year. If you become a senior architect, you can make a salary as high as $80,000 or $90,000. Those few that start their own successful firm, or becomes a partner in a large firm by working themselves up, can make a salary in excess of $120,000. Depending on your skill as an architect, you could make a very comfortable life for yourself. Architects have many advancement opportunities, although to take advantage of any, you must be licensed. If you are looking for advancement, your best place to look would be in an architectural firm.

Avoid Common Mistakes That Beginning Reporters Make

Avoid Common Mistakes That Beginning Reporters Make Its the time of the year when introductory reporting class students are submitting their first articles for the student newspaper. And, as always happens, there are certain mistakes that these beginning reporters make semester after semester. So here is a list of common mistakes that novice journalists should avoid when writing their first news stories. Do More Reporting Too often beginning journalism students turn in stories that are weak, not necessarily because theyre poorly written, but because theyre thinly reported. Their stories dont have enough quotes, background information or statistical data, and its clear that theyre trying to piece together an article on the basis of meager reporting. A good rule of thumb: Do more reporting than is necessary. And interview more sources than you need to. Get all the relevant background information and statistics and then some. Do this and your stories will be examples of solid journalism, even if you havent yet mastered the newswriting format. Get More Quotes This goes along with what I said above about reporting. Quotes breathe life into news stories and without them, articles are arid and dull. Yet many journalism students submit articles that contain few if any quotes. Theres nothing like a good quote to breathe life into your article so always do plenty of interviews for any story you do. Back Up  Broad Factual Statements Beginning journalists are prone to making broad factual statements in their stories without backing them up with some sort of statistical data or evidence. Take this sentence: The vast majority of Centerville College students hold down jobs while also going to school. Now that may be true, but if you dont present some evidence to back it up there is no reason your readers should trust you. Unless youre writing something thats plainly obvious, such as the Earth is round and the sky is blue, make sure to dig up the facts to support what you have to say. Get Full Names of Sources Beginning reporters often make the mistake of just getting the first names of people they interview for stories. This is a no-no. Most editors will not use quotes unless the story contains the full name of the person being quoted along with some basic biographical information. For example, if you interviewed James Smith, an 18-year-old business major from Centerville, you should include that information when you identify him in your story. Likewise, if you interview English professor Joan Johnson, you should include her full job title when you quote her. No First Person Students who have been taking English classes for years often feel the need to use the first person I in their news stories. Dont do it. Reporters almost never resort to using the first person in their hard news stories. Thats because news stories should be an objective, dispassionate account of events, not something in which the writer injects his or her opinions. Keep yourself out of the story and save your opinions for movie reviews or editorials. Break Up the Long Paragraphs Students accustomed to writing essays for English classes tend to write paragraphs that go on and on forever, like something out of a Jane Austen novel. Get out of that habit. Paragraphs in news stories should typically be no more than two to three sentences long. There are practical reasons for this. Shorter paragraphs look less intimidating on the page, and they make it easier for editors to trim a story on a tight deadline. If you find yourself writing a paragraph that runs more than three sentences, break it up. Short Ledes The same holds true for the lede of the story. Ledes should generally be just one sentence of no more than 35 to 40 words. If your lede gets much longer than that it means youre probably trying to cram too much information into the first sentence. Remember, the lede should just be the main point of the story. The small, nitty-gritty details should be saved for the rest of the article. And there is rarely any reason to write a lede thats more than one sentence long. If you cant summarize the main point of your story in one sentence, then you probably dont really know what the story is about, to begin with. Spare Us the Big Words Sometimes beginning reporters think that if they use long, complicated words in their stories they will sound more authoritative. Forget it. Use words that are easily understood by anyone, from the fifth-grader to the college professor. Remember, youre not writing an academic paper but an article that will be read by a mass audience. A news story isnt about showing off how smart you are. Its about conveying important information to your readers. A Few Other Things When writing an article for the student newspaper always remember to put your name at the top of the article. This is necessary if you want to get a byline for your story. Also, save your stories under file names that relate to the topic of the article. So if youve written a story about tuition increasing at your college, save the story under the file name tuition hike or something like that. That will enable the editors of the paper to quickly and easily find your story and place it in the proper section of the paper.

Fluid Boundaries in Reality TV Essay Example | Topics and Well Written Essays - 4250 words

Fluid Boundaries in Reality TV - Essay Example Reality TV constructs the boundary between the ordinary and extraordinary by depicting and contributing to ambiguities between reality and fiction. Bourdon explores the changing definitions of reality TV in â€Å"Self-Despotism: Reality Television and the New Subject of Politics†. He notes that while the media industry was initially slow to label the genre of reality TV, scholars used the label to help them analyse the growing social interest in it: â€Å"Among academics, reality television is an ideal notion for theorists like Jason Mittell who seek to...use them simply as one element of a set of wider ‘discursive practices’ that help to categorize texts†. The category launches and supports scholarly inquiries. Reality TV, however, has changed dramatically since the anthropologist, Margaret Mead, called attention to the new Public Broadcasting System series, An American Family, which captured the lives of the Louds, a middle-class California family. Mead d escribes the show as â€Å"a new kind of art for,† an innovative form that can be â€Å"as significant as the invention of drama or the novel†. Sanneh, in the article â€Å"The Reality Principle,† stresses that since An American Family, reality TV has become an â€Å"amorphous category† because of emerging new forms of TV shows that depict themselves as reality TV, such as What Not to Wear and The Apprentice. She is concerned of the â€Å"reality† in some of these current reality TV shows, when assumptions about beauty are based on fiction

History class Essay Example | Topics and Well Written Essays - 250 words - 2

History class - Essay Example The extreme cold weather was no source of deterrence for the millions of people who had flocked to the Capitol Hill since 6 o’clock in the morning hinting at a sense of revere for a man who had African roots. This man’s slogan of change had come at time when America was facing economic recession and international pressure for its foreign policy. The crowd’s roar on seeing the man himself all pointed to the extent to which Obama was truly a â€Å"leader† of his nation. From the constant comparisons between the ousted President Bush and the careful monitoring of the first lady’s dress; each and every step met with close scrutiny. The sober tone of Obama represented the huge amount of issues that faced him in his tenure as a President. From what could be judged by the audience and fellow peers’ comments; though Obama was the beacon of hope, yet no one hoped for quick â€Å"fixtures†. All were aware that time had to be given to this man to even begin solving the debacles of his predecessor. The speech of the President itself set a tone of dignity and peace-a contrast to the tone set by Bush in his last victory speech. The international world was being greeted with a strong message of peaceful relationships .The nation was held responsible for their actions along with the government and its responsibilities-setting a tone of collective

Capacity Planning and Performance Modeling SLP Research Paper

Capacity Planning and Performance Modeling SLP - Research Paper Example Capacity planning is thus seen as a strategic process used to match data center resources with the business demand to provide acceptable service levels at a minimum cost. Capacity planning is an important operation management process that closely works with performance management, service level management, and configuration management. Performance management becomes an integral part of the capacity planning process because the goal of performance management is to manage current system performance in a proactive manner. The proper management of the parameters of system performance such as throughput and latency will provide the client with adequate results and minimal downtime (Mitchell, 2007). For firms that are involved in large-scale operations, keeping track of all the operations within the system can be a daunting task. Fortunately, the advent of technology has made it much more manageable to evaluate the activities that lead to a good performance and optimal capacity levels of the organization. Table 1 shows three capacity planning software that provides management with the necessary tools to keep up with its system. I chose this three software because they appear to be the most popular and the most effective in accomplishing the required goals of a capacity planning software. Other than capacity planning sof tware, many organizations are likewise investing in performance measurement software to automate their measurement and reporting systems. I went on to Performance-measurement.net and was introduced to two of these software. Table 2 shows the description, advantages and disadvantages of each one.

Social Networking Is A Recent Invention Media Essay

Social Networking Is A Recent Invention Media Essay Low cost: Definitely, its cheaper to use online social networking for both personal and business use because most of it is usually free. While personal use is rather simple for anyone, the business functions are underestimated by many. In a social networking site, you can scout out potential customers and target markets with just a few clicks and keystrokes, adding a boost to your usual advertisements and promotional strategies. It lets you learn about their likes and dislikes, which is tremendous. If you want to fine tune your business, then this is the way to go, whether on a budget or not Builds credibility: You definitely can gain the customers confidence if you can connect to them on both a personal and professional level. Despite having to do a bit of work, it definitely pays off as you can be tapped for an offer if someone catches wind of your products or services. As long as you dont pursue them too aggressively, you will do well here. Connections: You are friends with people who have other friends, and so on. There is potential in such a common situation. By using a social networking site, you can do what you can and get connected with these people to form a web of connections that can give you leverage if you play your cards right. As long as you give as well as you receive, then they will most likely stick with you. These connections are definitely valuable in the long run. However, what about the disadvantages though? Face to face networking: A little less personal than face to face networking. Yes there are steps you can take to remove those impersonal touches, but the reality is that you will never have the full personal touches that face to face networking have. Instead, you have to bring your own personality to the table, so when you are on social networking sites people get a good feel for who you are, and what you are about. A little more time taking: Keeping up with social networking can be a full time job (or for any of my clients my job). You have to make sure that you respond to people in a reasonable time. That is not always 100 percent possible. This is why it is so crucial to be as timely as possible when dealing with people on social networking sites. Scams and harassment: There is a potential for failure of security in both personal and business context. While many sites apply certain measures to keep any of these cases of harassment, cyber-stalking, online scams, and identity theft to an absolute minimum, you still may never know. Psychological Impact: The psychological impact of social media on individuals is immense. The positive aspect of the entire experience has been the ability to connect with people. The core USP of social networking sites such as Facebook or Twitter is its ability to connect with people across the world and this brings a certain sense of joy to people. You would have met lots of your old friends through Facebook and that ability to stay in touch with them irrespective of locations makes it a very positive psychological impact on individuals. However, there is another side to this coin. I know a lot of young adults who wake up to Facebook without even brushing their teeth. On a personal level, I have known people who have been online on Facebook for ages without even signing out. There comes a point, after the initial connect with old friends, where you would be idling your time on Facebook doing literally nothing for a long time. This idling time makes you lost and completely distracted from what you had in itially intended to do. From 10 mins of Facebook, it would have become 2 hours of Facebook at a stretch. So this addiction to social networking sites makes one even unaware of the real time zones, creating a negative impact on peoples mindsets. This addiction to stay connected and noticed makes one prioritize these small things over many more important activities. Revolutionary Impact: The biggest power of the social medium is the ability to mobilize support for social causes in a very short span of time. The Arab Spring is a point in case for the biggest achievement of the social medium and it also reflected some of its own shortcomings. The advent of the Arab Spring would not have been possible if not for the social media. Both Twitter and Facebook were extensively used to galvanize support to shake the dictator regime and remove it from office. The Tahirir Square uprising symbolized the potential of social media to trigger and create change in a nations prospects. However, it also has showed some of the shortcomings of the medium itself. Even though the social media was able to assist the revolution, it needed people on the ground to sustain it and implement the changes. Almost after a year, they have had their President elected and ironically it is a leader from the radical Muslim Brotherhood. Social media could not help in implementing change on the ground bec ause its not accountable and its virtual in nature. This entire episode shows the impact power of social media and also shows that social media can trigger and support movements but the success of such movements depends much upon the core issues raised on the ground. Social Impact: One of the biggest successes of the social media revolution is the amount of fairness that intrinsically the social networking sites have especially Twitter. There is such an open platform for the common citizen to interact and evolve; it shapes many peoples identities and ideologies. Being an open and unbiased medium, it is actually the worlds most efficient democracy in its truest sense. In addition, it helps to provide so much information that it enriches people with loads of information. Information is indeed wealth and this medium provides so much for it. Ironically, this extensive outpouring of information leads to one of the common issues that social media in general faces. Having an opinion on any issue is a right for any individual, there is no doubt it. However, the power of social media is such that it influences peoples opinions very fast. It also leads to opinion makers who make short sighted comments that might be just fitting for a 140 letter character. There is a certain level of irresponsibility within certain sets of people that leads to this discussion being only a one way street. One way abuse or giving opinions without responsibility makes the social media, at times, an ocean which has varied levels of depth. While it is a legitimate right for anyone to have their view, it needs to be with decorum that befits educated individuals. Amidst all these various impacts of the medium, one gets the impression that social media has blatantly obvious positives and some surreal negatives that get underplayed very often. Since everyone brags about the positives, the negative impacts at every stage of the assessment need to be also taken into account. It liberates the common man to have his voice heard in an open platform and helps to connect people across generations. In this process, it also provides him an additional freedom for individuals to air their views on issues. However, this excessive overflow of information and connections can also have a detrimental effect on the personal lives and attitude of individuals if it is not handled in a mature manner. The balance needs to be the key, with regards to the virtual life and the real life, only this balance and a matured democratic mindset can make the social media experience a worthwhile one. Social networks are also being used by teachers and students as a communication tool. Because many students are already using a wide range of social networking sites, teachers have begun to familiarize themselves with this trend in order to leverage student interest in relation to curriculum content. Some of this includes creating chat-room forums and groups to extend classroom discussion to posting assignments, tests and quizzes, through to assisting with homework outside of the classroom setting. Social network services are also being used to foster teacher-parent communication. These services make it possible and more convenient for parents to ask questions and voice concerns without having to meet face-to-face with their childrens teachers. The use of online social networks by school libraries is also increasingly prevalent and they are being used to communicate with potential library users, as well as extending the services provided by individual school libraries. The social media experience can be a double edged sword, it all depends on the balance we exert on it There are many disadvantages of doing social networking. In the end, you have to be aware that using this strategy is like any other marketing strategy with pros and cons. There are good things about social networking and bad. Just be aware of the disadvantages of social networking before you start. Just dont think youre a failure or that the social platform isnt for you just because of whats not directly observable. Consider both the public and latent impact of your social engagement and youll realize the crack-like spikes of retweets dont compare to the overall winning of hearts and minds within your community where it matters most.

Satan is No Hero in John Miltons Paradise Lost :: Milton Paradise Lost Essays

Satan is No Hero in Paradise Lost There have been many different interpretations of John Milton's epic, Paradise Lost. Milton's purpose in writing the epic was to explain the biblical story of Adam and Eve. Although the epic is similar to the Bible story in many ways, Milton's character structure differs from that of the Bible's version. Through-out the epic Milton describes the characters in the way he believes they are. In book II of Paradise Lost, Milton portrays Satan as a rebel who exhibits certain heroic qualities, but who turns out not to be a hero. Milton's introduction of Satan shows the reader how significant Satan is to Paradise Lost. He uses Satan's heroic qualities to his followers, and his ability to corrupt to show the thin line between good and evil. Satan was one of the highest angels in Heaven and was know as Lucifer, meaning, light bearer. This shows he was once a good angel. Milton makes the reader see him as a leader and a strong influence to all in his presence. He best describes Satan's ways when stating, "His pride/ had cast him out from Heaven, with all his host. / Of rebel angels, by whose aspiring/ To set himself in glory above his peers" (Milton Book I). Satan's pride was the main reason that God banned him from heaven. Satan always tried to be number one and a leader, instead of following in God's shadow. He would of lived a life in Paradise forever, but he had to follow his feelings as he states, "Better to reign in Hell than serve in Heaven" (Milton 31). This shows how strongly he felt about not being abo ve everybody else. Milton uses many events like the ones listed above to encourage the reader to view Satan as a hero. "Satan is described to be the brightest and most important angel" (McColley 32). These traits of Satan show how one might recognize Satan as the second in power right below God, who was the highest power of all. Before Satan decides to give up what he has and to rebel against God, he was one of the wisest and most beautiful of all the angels in heaven (McColley 24). Although Satan was beautiful, the most important trait that makes him fit into the hero category is that he was the most powerful angel in heaven.

Population pyramid

A population pyramid or ‘population profile’ is detailed diagram referring to the shape of the graphs which demonstrates the composition of a nation’s population in relation to various age groups and sex (cohorts).   It contains two side-to-side placed graphs, one that shows details of the male segment of the population, and the other that shows details of the female segment of the population.   Usually the left hand side shows details of the male segment of the population.   A population profile is usually triangular in shape, the base suggesting a large number of children.   A rapid narrowing of the top bands suggests that people may be dying faster.   The population pyramid provides a lot of other details such as birth rate, death rate, and life-expectancy. The pyramid should be ideally symmetrical to demonstrate similar pattern and numbers between males and females in the nation.A population pyramid of a nation is of different types depending on seve ral factors such as birth rates, death rates, and situation prevailing in the country.   These include a stationary pyramid, progressive pyramid and regressive pyramid. A stationary pyramid demonstrates a rather constant pattern of fertility and death rate.   A progressive pyramid demonstrates a high turnover of the population (elevated birth and death rates), and a large number of children.   A regressive pyramid on the other hand suggests a dropping birth rate and a low fatality rate.   Some countries may develop a ‘youth bulge’ in their population pyramid (a rise in the youth segment of the population), which may increase the risk for war terrorism and criminal activities to flourish (Answers.Com. 2006).During a war situation, a nation’s population pyramid may have varying appearances depending on the manner in which it is affected.The most active segment of the population, that is young men cohort, are usually the most affected during a war.   Due t o severe losses, nations often demonstrate a drop in the bar graphs in the adult male cohort group, and excess in the corresponding female segment.   Losses of young and middle-aged men later tend to affect other portions of the population profile.   The birth rate on both the male and the female side would significantly reduce over a period of time.   As this cohort of adult males get older, the excess on the female side and the deficiency in the male side starts climbing.   In the 1965 population pyramid of the United Kingdom, it was seen that the number of middle-aged and elderly men were reduced, compared to the similar female cohort due to losses during the World War (Answers.Com. 2006).Sometimes, during a war situation, there may be equivalent loss on the adult female cohort side due to frequent deaths arising from childbirth, reduced healthcare facilities, sporadic violence, etc.   Ã‚  Such a population pyramid appears symmetric with a depression of cohorts on the a dult male and female side.   This is known as a ‘constrictive pyramid’.  Ã‚   The birth rate and the fertility rates also drop due to a decrease in women and men having a high potential for reproduction.   The population pyramids of the US during the 1940’s show this kind of a pattern as usually the adult population was affected, playing a role in the defense of the nation.   Over a period of time this cohort climbed as it got older (Rosenberg, Matt. 1997).When a country is affected with a full blown war, all the segments of the population seem to be affected.   All the cohorts tend to get depressed.   The mortality rates increases, whereas the birth rate of the population decreases.   In some countries, the depression may be greater in the young adult segment of the population as they tend to be more involved with the war.  Ã‚   These depressed cohorts tend to carry over with time as the population gets older.   The population pyramid of Japan during the 1940’s shows this kind of a pattern, as civilian populations were also affected (Statistical Handbook of Japan. 2006).References:About.Com. â€Å"Population Pyramid.† Encyclopedia of Public Health. 2006. Answers.Com. 29 Dec. 2006. http://www.answers.com/topic/population-pyramidRosenberg, Matt. â€Å"Age-Sex Pyramids.† About Geography. 1997. About.Com. 29 Dec. 2006. http://geography.about.com/library/weekly/aa071497.htmStatistical Handbook of Japan. â€Å"Chapter 2   Population.† Statistics Bureau. 2006. Statistics Bureau of Japan. 29 Dec. 2006. http://www.stat.go.jp/English/data/handbook/c02cont.htmUS Census Bureau. â€Å"IDB Population Pyramids.† U.S. Census Bureau Population Division/International Programs Center. 2006. US Census Bureau. 29 Dec. 2006. http://www.census.gov/ipc/www/idbpyr.html

Universidad Nacional de Lomas de Zamora †Spanish Essay

Universidad Nacional de Lomas de Zamora – Spanish Essay Free Online Research Papers Universidad Nacional de Lomas de Zamora Spanish Essay Introduccià ³n El anlisis propuesto por la ctedra de Pedagogà ­a sobre la seleccià ³n del discurso de Fidel Castro frente a la Facultad de Derecho de la UBA, me lleva a indagar sobre el rà ©gimen y el sistema educativo cubano. Recuerdo que una profesora de Literatura de la escuela donde trabajo, viajà ³ a Cuba hace muy pocos aà ±os, y entonces fui a consultarle sobre ciertos aspectos de la vida en la isla, que desconocà ­a completamente. Por suerte, ella confeccionà ³ un diario de viaje, de gran utilidad, sumado a las fotografà ­as pintorescas que ella misma tomà ³ de pueblos y ciudades, a los que agregà ³ algunos perià ³dicos locales de la Habana. Todo esto me fue dando un panorama general, de una visià ³n muy particular y subjetiva. A ella le aà ±adà ­, posteriormente datos fcticos, y enciclopeidà ­sticos sobre Cuba y su sociedad, su historia, su revolucià ³n, y su carismtico là ­der, Fidel Castro. Desarrollo: Veamos por un momento como es el sistema educativo en Cuba: se caracterizà ³ por un inicio tardà ­o, en los sistemas educativos formales, de la enseà ±anza de las ciencias; muchas veces luego de la etapa obligatoria. Fcilmente, entonces, se puede deducir que esta enseà ±anza de las ciencias estaba basada en la creencia de que los conocimientos cientà ­ficos no debà ­an formar parte del bagaje conceptual, necesario para afrontar la vida ciudadana. No obstante, los planes de estudio de las diferentes carreras, van cambiando a medida que varà ­a el tipo de profesional que requiere la sociedad. Esto conlleva a la idea de entender al modelo educativo cubano, como modelo funcionalista, donde el Estado garantiza el acceso de todos a la escuela, con igualdad de oportunidades. El funcionalismo plantea que hay jerarquà ­as ocupacionales, donde los puestos que cada persona ocupa en la sociedad, tienen que ver con una mayor o menor complejidad. Es por esto, que la escuela, debe seleccionar a los ms capaces, mediante â€Å"seleccià ³n natural† y diferenciacià ³n. Éstas â€Å"capacidades† estn distribuidas por azar, clara polà ­tica de redistribucià ³n, con respecto a los lugares que ocupa cada sujeto en una sociedad estratificada. El modelo funcionalista supone equilibrio; cuando el ms capacitado se encuentra en el lugar que le corresponde socialmente (de mayor complejidad). El funcionalismo presenta un orden social; el mismo funcionamiento ajusta la escuela a la funcià ³n. Sin embargo, situados en el paradigma del conflicto, podemos pensar en Bourdieu: quien ve a este proceso como simbà ³lico, proceso que no hace ms que legitimar la desigualdad social, tema que tratarà © mas adelante. En el discurso de Fidel la desigualdad social no se deja translucir, pero sà ­ se ve en una visita a la isla; ejemplo de ello es que se puede observar que abogados, mà ©dicos y arquitectos, que quisieran desempeà ±ar la profesià ³n que eligieron, por una razà ³n econà ³mica no pueden hacerlo y se encuentran trabajando, en general, en relacià ³n al turismo. Otros buscan la oportunidad de salir de la isla, para conocer el mundo; el requisito es que sea sumamente habilidoso en el trabajo que ellos eligen y cà ³mo se relacionan (por ejemplo pueden salir aquellos que tienen determinadas destrezas, es el caso de los deportistas). Volviendo al tema en cuestià ³n, la calidad del profesional cubano, est à ­ntimamente ligada a la solucià ³n de problemas profesionales con eficacia y competencia. No confundir eficacia y competencia, tal como lo vemos en el marco de la là ³gica capitalista. Dar soluciones con eficacia, significa reconocer las condicionantes polà ­ticas, econà ³micas, sociales y el impacto de las mismas en el ambiente como parte del problema; asà ­ tambià ©n, el importante factor de la ciencia y la tà ©cnica. Se pretende, desde la capacitacià ³n cubana, formar una serie de habilidades en â€Å"ese† modelo de profesional, que con cierto grado de variacià ³n e introduccià ³n de condicionales, se puedan adecuar para resolver una gama de problemas comunes a las diferentes esferas de actuacià ³n del mismo. El profesional â€Å"tiene que contar con habilidades generalizadas, que pueda explotar, haciendo uso de mà ©todos para identificar las necesidades, valorarlas, llegar a soluciones funcionales y econà ³micas, para los problemas existentes†. Se denota en la base curricular, la presencia de los objetivos educativos, donde se hace referencia a las habilidades generales a lograr en la asignatura, asà ­ como los valores trascendentales que debe poseer un profesional: creativo, con conciencia econà ³mica, velador y portador de la à ©tica de su profesià ³n. Otro aspecto de importancia, la disciplina, que para los educadores cubanos, juega un papel integrador, encargada de formar la mayor parte de las habilidades profesionales del futuro egresado. En la educacià ³n muchos han sido los esfuerzos por crear y promover programas, proyectos y acciones, que involucren innovaciones y cambios en distintas dimensiones, tales como la gestià ³n, los contenidos, los materiales, que de una u otra forma tendieran a dar respuestas al desafà ­o de calidad/ equidad. Muchos de ellos, no obstante, han olvidado que mejorar la calidad de la educacià ³n pasa por profundos cambios en los procesos pedagà ³gicos en el aula, y por lo tanto, en la formacià ³n de los docentes y en las maneras como à ©stos encaran el desarrollo de su labor en el centro educativo. La concepcià ³n de la enseà ±anza y del aprendizaje ha sufrido cambios significativos en Cuba, con importantes consecuencias, sobre la manera de entender cà ³mo los estudiantes aprenden y por lo tanto cà ³mo se debe enseà ±ar. Asà ­, el papel del docente cubano, que hasta hace poco tiempo se reducà ­a, en la mayorà ­a de los casos, a impartir clases, debià ³ ser sustituido por la concepcià ³n que la labor del actual modelo docente implica, asociado a tareas de innovacià ³n e investigacià ³n. Del mismo modo las tareas tradicionales de los docentes se han diversificado, ya que cada vez ms los profesores deben prestar atencià ³n a nià ±os, adolescentes y jà ³venes con historias, trayectorias, situaciones, capacidades y expectativas muy distintas Hoy, los modelos pedagà ³gicos vanguardistas cubanos, conciben un diseà ±o de los diferentes programas, a partir de un modelo pedagà ³gico que tiene en consideracià ³n el perfeccionamiento de los objetivos y el sistema de habilidades profesionales, basado en la precisià ³n de los â€Å"Modos de Actuacià ³n† con su là ³gica esencial, tomando como punto de partida los problemas profesionales, la caracterizacià ³n gnoseolà ³gica, psicolà ³gica y didctica. Con todo esto, aspiran a minimizar la insuficiente integracià ³n de las habilidades prctico profesionales de los futuros egresados para realizar tareas propias de la profesià ³n. En la enumeracià ³n del sistema de habilidades se debe apreciar la relacià ³n estrecha que existe entre la elaboracià ³n de los objetivos y à ©stas; por lo que se puede deducir que si los objetivos se elaboran como una serie de acciones, sin concretar las aspiraciones que se desean a este nivel, careciendo de un enfoque integrador y no expresan las habilidades generales a lograr en la asignatura, entonces el sistema de habilidades propuesto tampoco resultar efectivo para contribuir a la reafirmacià ³n de los modos de actuar. Lamentablemente, por nuestra experiencia, sabemos que el discurso del orden, representado por el funcionalismo, consolida y legitima el pensamiento hegemà ³nico, por sobre el resto de la sociedad, sin importar la procedencia ideolà ³gica a la que esta hegemonà ­a responde y se reproduce la desigualdad social. Podemos enunciar que el paradigma del orden, concibe a la sociedad como un sistema armà ³nico, dà ³nde los individuos participan de un sistema en comà ºn, de valores y normas, que generan intereses colectivos. Esto aparece marcado a fuego en el discurso de Fidel Castro, donde su hegemonà ­a constituye todo un cuerpo de prcticas y expectativas en relacià ³n con la integridad de la vida en Cuba: los sentidos de su gente, la capacidad de discernimiento de su poblacià ³n, las percepciones definidas que tienen de sà ­ mismos y de nuestro mundo, se ven avasalladas, sin lugar a la autocrà ­tica. Es, en ese sentido, que el rà ©gimen se torna contradictorio y ambiguo con el discurso. Estamos frente a una sociedad que piensa el mundo, la vida, los hombres y sus relaciones de una manera particular, saturada de simbolismos. Manera que condiciona la prctica social y conforma el sentido comà ºn de los habitantes cubanos. Se denota tajante diferencia, con los teà ³ricos crà ­ticos radicales, quienes parten de una concepcià ³n de sociedad dividida en clases antagà ³nicas: la sociedad es un todo conflictivo en cuyo seno las clases sociales se oponen entre sà ­, y ello implica una relacià ³n entre clases. Caracterizan a la escuela como aparatos ideolà ³gicos del Estado al servicio de la reproduccià ³n social, econà ³mica y cultural, ejerciendo control sobre una movilidad individual, limitada a los miembros de la clase trabajadora y oprimida. Para el marxismo, el Estado es un aparato de control, herramienta de dominacià ³n, que encontrados con los intereses va a producir polà ­ticas acordes a sus sectores dominantes. En consecuencia las relaciones de clases son relaciones de poder. En cambio, la posicià ³n critica de resistencia, considera a los sujetos como productos y productores de la historia. Brinda posibilidad de resistir a la là ³gica de dominacià ³n, proporcionando conocimientos y habilidades sociales para la accià ³n transformadora. Y mediante esta accià ³n transformadora lograr una sociedad democrtica y justa. La pedagogà ­a crà ­tica se propone que los individuos està ©n en condiciones de investigar su realidad y las circunstancias sociales, favoreciendo la reflexià ³n autocrà ­tica. Encuentra en las estructuras sociales la explicacià ³n de las formas opresivas que adoptan las prcticas ulicas. Este planteo parte de cuestionar la manera de ver y ordenar la realidad. Problematiza y desnaturaliza lo que aceptamos como normal, cotidiano, lo que es vivido como evidente, es decir, la reflexià ³n acerca de nuestras categorà ­as de pensamiento. En este sentido puedo afirmar que todo el lenguaje utilizado por Fidel en su discurso frente a la Universidad de Derecho, se observa una relacià ³n directa con el poder que à ©l ejerce, cuando se refiere a su pueblo. El lenguaje cumple un rol importante dado que introduce un determinado tipo de relacià ³n social. Por ende, no puede pensarse el lenguaje aislado del poder. Todos los discursos son portadores de poder, pero determinados discursos dominan sobre otros, y constituyen la base de lo que los miembros de una sociedad aceptan como verdadero o falso, legà ­timo o ilegitimo. Queda muy claro, entonces, como el poder construye hegemonà ­a mediante el discurso. En una segunda lectura, podemos coincidir con Freire cuando habla de la dominacià ³n como la manera en que los oprimidos incorporan su propia opresià ³n. Muchos cubanos se sienten orgullosos, de tener un là ­der tan carismtico; los discursos diarios, que se escuchan por Tv. y radio, o desde el Congreso, van creando en ellos una forma de pensamiento, de orden de la realidad, y esos mensajes paulatinamente, van incorporndose como factores positivos en sus prcticas sociales. El poder, la tecnologà ­a, y la ideologà ­a se juntan, en à ©ste sistema, para producir bienes y formas culturales que aparecen como necesidades vitales para la propia subsistencia. La dominacià ³n se internaliza y se experimenta subjetivamente a travà ©s de la interiorizacià ³n. Las prcticas sociales se engendran en las estructuras objetivas y por medio de la produccià ³n y reproduccià ³n de las mismas, se internalizan de una determinada manera. Cada estructura subjetiva es al mismo tiempo, generadora de prcticas sociales y à ©stas a su vez, dan forma a nuevas estructuras objetivas, en un movimiento dialà ©ctico. Pero cabe hacernos una pregunta. Si educar es imponer, si educar es dominar a las clases sociales, si a travà ©s de la corriente funcionalista de principios de siglo, se favorece la imposicià ³n ideolà ³gica.  ¿Queda lugar para una alternativa? De hecho, sà ­ la hay, lo alternativo, se define en cuanto es diferente de lo dominante. Si lo dominante concuerda con el orden existente, lo alternativo se caracteriza por proveer mecanismos de ruptura, de discontinuidad con ese orden. Est en la mente y en el corazà ³n de todos los cubanos, especialmente los mas jà ³venes, la esperanza de que se produzca un cambio en el rà ©gimen ( ¿muerte de Fidel?). y con esto, alcanzar la posibilidad de abrirse al mundo, y conocerlo. Pero este mensaje, no puede, ni podrà ­a salir a la luz, en manifestaciones pà ºblicas, ni en los medios masivos, dado que la libertad de expresià ³n no existe; de hecho el periodismo y su opinià ³n, se encuentran totalmente inmersos en el dominio hegemà ³nico; ejemplo de ello son los diarios, Gramma, de la ciudad de la Habana, 18, 19 y 20 de enero del 2001, donde Fidel convoca a una multitudinaria marcha en contra de la Ley Asesina. Marcha que logra plena adhesià ³n de su pueblo. Notamos, que cualquier tipo de reaccià ³n contra el rà ©gimen podrà ­a terminar ahogada en sangre. Despuà ©s de haber analizado, y fundamentado teà ³ricamente los principios que rigen la educacià ³n cubana; despuà ©s de haber recibido el mensaje de Fidel Castro en Argentina cabe lugar a una reflexià ³n,  ¡Cuba no es Fidel!,  ¡Cuba es ms que Fidel!. Cuba no termina con la vida de Fidel, y Fidel, es tan solo un hombre, que ha llevado al là ­mite sus ideales y convicciones, pero  ¿Por quà © tantos egresados a nivel secundario y universitario? La respuesta es simple: adems de que el sistema educativo es estrictamente obligatorio, los jà ³venes dedican todo su tiempo al estudio y al trabajo, ya que no estn contaminados por la globalizacià ³n, no hay distractores, y en algunas oportunidades, es el à ºnico medio de salir de la Isla. Adems pienso,  ¿Quà © quiso decirnos su mensaje? ¿De quà © nos habla cuando nos propone un mundo mejor? ¿Quià ©nes somos nosotros y cul es nuestra historia? ¿Quà © educacià ³n queremos para nuestro paà ­s? ¿Quà © â€Å"mundo mejor es posible† para la Argentina de hoy? Proyectar supone arrojar, lanzar, despedir, echar adelante o a lo lejos. Implica planificar, preparar, bosquejar, programar. Requiere construir el futuro en el sentido de preverlo y de querer que sea uno y no otro. Esta construccià ³n se arma en la interseccià ³n entre el pasado y el presente, asà ­ como tambià ©n en el entramado de lo real, lo deseado y lo deseable. Para ello, es necesario rescatar las imgenes del pasado y articularlas con el presente; precisar dà ³nde estamos y hacia dà ³nde nos lleva lo propuesto. En consecuencia, comprende la descripcià ³n de las principales là ­neas y dimensiones de anlisis, asà ­ como los componentes y procesos involucrados. Desde esta perspectiva, la pregunta es:  ¿Cà ³mo se proyecta la educacià ³n Argentina hacia el futuro?, pregunta que nos induce a una reflexià ³n propositiva y direccional, a la bà ºsqueda de nuevas alternativas. Proyectar la educacià ³n hacia el futuro, supone, en primera instancia, visualizarla, no como hecho abstracto, sino como prctica social concreta. Para lo cual es preciso desmitificar las prcticas sociales que han existido y existen en los modelos dominantes de la polà ­tica cultural y de la polà ­tica educativa, especialmente en los criterios de escolarizacià ³n y de formacià ³n de profesores En segunda instancia, es necesario revisar los supuestos y significados histà ³ricos de nuestro proceso educativo. Probablemente uno de los procesos de anlisis ms complejos, consista en aislar los mojones definitorios del pensamiento pedagà ³gico nacional y de nuestra identidad educacional y docente, identificando tendencias ideolà ³gicas, cosmovisiones y posiciones, para luego comprender las repercusiones que efectivamente han tenido en los sistemas educativos Desde luego, que la cuestià ³n ha de consistir no sà ³lo en saber describir, analizar y valorar el pasado, para conocerlo, o extrapolarlo al presente. El pasado ha dejado su huella, no hay ruptura total con à ©l, es una condicià ³n, por lo menos explicativa del presente y condiciona implà ­cita o explà ­citamente el futuro. En tercera instancia, habr que rehacer las relaciones entre cultura, polà ­tica y pedagogà ­a, entendida esta à ºltima, como prctica polà ­tica y moral y no como tà ©cnica Conviene recordar lo que seà ±ala Giroux H. (1999): â€Å"La base para tal proyecto es la suposicià ³n de que la Pedagogà ­a es el resultado de diversas luchas y no, simplemente un discurso a priori que primero ha de descubrirse para despuà ©s dominarse sà ³lo como si fuera un conjunto de recetas a ejecutar En este proyecto la Pedagogà ­a llega a ser una forma de prctica social que surge de ciertas condiciones histà ³ricas, contextos sociales y relaciones culturales†. Arraigada a una visià ³n à ©tica y polà ­tica que procura llevar a los estudiantes ms all del mundo que ya conocen, la Pedagogà ­a crà ­tica se preocupa de la produccià ³n de conocimientos, valores y relaciones sociales que ayuden a adoptar las tareas necesarias para conseguir una ciudadanà ­a crà ­tica y ser capaces de negociar y participar en las estructuras ms amplias de poder que conforman la vida pà ºblica† En cuarta instancia, se requiere plantear alternativas, visiones estratà ©gicas del futuro, que anuncien y enuncien los cambios. Esta dinmica es sin lugar a dudas riesgosa, como lo es toda anticipacià ³n, toda prediccià ³n Giroux recurre al concepto de â€Å"profecà ­a ejemplar†de Max Weber , para resaltar la necesidad de estrategias de compromiso y transformacià ³n, que deben acompaà ±ar la crà ­tica, â€Å"narrando las estrategias del compromiso y la transformacià ³n†. Las profecà ­as, para Weber, proporcionan una visià ³n coherente del mundo, una especie de actitud conciente, de sentido unitario, pleno frente a la vida. En à ºltima instancia, el proyecto deber ser visible, todos los involucrados han de participar en à ©l, profesores y estudiantes deben intervenir y actuar propositivamente, abiertos a la especulacià ³n y a la autocrà ­tica. Conclusià ³n Si bien este documento pretende ir ms all de un mero anlisis de los temas propuestos por la ctedra, procura elevar un poco ms el pensamiento, y tratar de incurrir en algunos ejes de un posible proyecto,  ¿Por quà © no? Voy a intentarlo, sin realizar un inventario de conceptos â€Å"como receta mgica†, que podrà ­an llegar a ser un ejercicio no sà ³lo inà ºtil, sino tambià ©n inconveniente, si de hecho apuesto a una proyeccià ³n participativa y de consenso. Parece adecuado entonces, contribuir aportando al debate datos y mbitos probables, pero con la fuerte conviccià ³n de que quien tiene que participar, decidir y comprometerse es la comunidad educativa en su conjunto. El escenario de fines del siglo XX puso en tela de juicio la promesa de la modernidad en relacià ³n con la educacià ³n. La certeza del siglo XIX acerca de la educacià ³n como motor del progreso; el optimismo segà ºn el cual la racionalidad cientà ­fica y la razà ³n pueden combinarse para proporcionar una sociedad ms justa y mejor, son objeto de debate. La coyuntura en que surgieron los sistemas educativos y la escolarizacià ³n universal como soporte del Estado moderno, se analiza crà ­ticamente, enfrentada a la disminucià ³n del papel del Estado en la educacià ³n, que est siendo sustituido por el mercado. Existe un clima de frustracià ³n ante la irrelevancia y los resultados insatisfactorios de las polà ­ticas educativas tanto nacionales como internacionales, enmarcadas en el neoliberalismo. Asimismo, se percibe una fuerte contradiccià ³n, ya que por un lado en todos los discursos se menciona la urgencia de ms y mejor educacià ³n en las sociedades de conocimiento, y por otro lado, se evidencia una disminucià ³n de la esperanza acerca de las posibilidades reales de la misma. Seà ±ala Yarzabal (1999): â€Å"El milenio cierra bajo el signo de la inseguridad, tanto para las personas como para los paà ­ses de la regià ³n. Inseguridad que proviene de las debilidades de los Estados de derecho, que no logran garantizar el sustento bsico, la educacià ³n y la salud a los pobres, ni tampoco la igualdad de oportunidades. Inseguridad generalizada de las poblaciones frente a sistemas de justicia que no aseguran que los violadores de la ley sean castigados. Inseguridad frente a los vaivenes de mercados financieros especulativos que en un instante pueden derrumbar los esfuerzos de dà ©cadas de millones de trabajadores y frente al poderà ­o militar de una nacià ³n que est tratando de consolidar su hegemonà ­a mundial a travà ©s de la globalizacià ³n del capitalismo† En este contexto, el escenario a proyectar habr de construirse prioritariamente, con la esperanza de: â€Å"otro mundo mejor posible† y la certeza que lo que ocurra en el futuro, depender de las decisiones a tomar en el presente. Se reafirmar el papel del Estado y la pà ©rdida actual de su presencia, para garantizar el derecho a la educacià ³n, para asegurar que todos puedan ser educados de acuerdo con parmetros igualitarios de calidad, sin exclusià ³n y sin segregacià ³n. La Escuela, las instituciones educativas, como servicios pà ºblicos, recuperan, en esta proyeccià ³n, su finalidad sustantiva, como agentes de aprendizaje y socializacià ³n. En ellas las jà ³venes generaciones se conectan con el bagaje cultural y cientà ­fico acumulado, en un clima de respeto por su conciencia y de poder compartido o simà ©trico. La nueva relacià ³n escuela sociedad sà ³lo podr existir si todos los ciudadanos y ciudadanas poseen una formacià ³n y cultura que les permita comprender y administrar la vida cotidiana, enfrentar e integrarse de manera crà ­tica y autà ³noma a ella y ser capaces de tomar decisiones. Toda opcià ³n docente requiere de una toma de posicià ³n fundamentada, superando asà ­ la aplicacià ³n de modas o modelos, que muchas veces poco tienen que ver con la realidad, los intereses y las posibilidades de los actores del proceso de aprendizaje Pienso que las escuelas no han desarrollado la totalidad de sus posibilidades en tanto espacios pà ºblicos y tambià ©n, que sus prcticas deben ser resignificadas, pero seguirn: â€Å"figurando entre los pocos espacios de la vida pà ºblica en que los estudiantes, jà ³venes o viejos, pueden experimentar y aprender el lenguaje de la comunidad y de la vida pà ºblica democrtica†(Giroux H. 1993). Seleccià ³n del diario perteneciente a la Profesora Norma Teyssie â€Å"Mi primer viaje a Cuba†: Ya en el avià ³n, distendida, pero con cuatro horas de atraso y despuà ©s de nueve horas de vuelo arribamos a Varadero y por fin  ¡la Habana!  ¡Cuba! Sà ­, realmente es un lugar para venir, y verlo personalmente. Quizs muchas opiniones serà ­an distintas. Me rodean autos viejos, las guaguas que son una especie de colectivos o camiones que pasan cada hora y llevan a la gente como hacienda ya que las motos â€Å"coco† solo son para transportar turistas. Y allà ­ la explosià ³n interna: durante todo el viaje Fidel en carteles. Gente comentando una marcha y disputando el lugar que habà ­an ocupado en las filas. La Habana no tiene carteles de â€Å"Coca-Cola†, solamente aquellos que hablaban de Fidel. Hablo con la gente: hay pobreza, pero pobreza digna, hay educacià ³n pero por sobre todo, gente amable. En las excursiones te transporta un mà ©dico, un ingeniero en radares, en sus viejos autos, ya que ganan 7 dà ³lares al mes y la comida no les alcanza ni para quince dà ­as sin palabras. Pero orgullosos del Che, de Fidel y de vivir asà ­. El Malecon, ya est preparado para escucharlo nuevamente, 26 de julio fecha histà ³rica de la Revolucià ³n Cubana. De 56 a 76 personas mueren diariamente en Cuba, aspecto que no se quiere reconocer. Si bien te piden jabones y golosinas, no hay indigentes, personas o nià ±os que piden limosnas, las explicaciones de los guà ­as son coincidentes. Sueldo bsico mensual entre siete y quince dà ³lares; los profesionales veinticinco, lo dems, lo reciben del turismo. Todo es del gobierno, los negocios, los bancos, los bares, las casas, se heredan de padres a hijos. Asisto a un desfile de modelos en el hotel: chicos y chicas de 18 aà ±os vestidos como en el aà ±o 1959 à ³ 1960. Fidel les hizo tal lavaje de cerebro que se quedaron en todo, ideas, vestimenta, autos. Las nuevas generaciones viven en el aà ±o 1950, lo à ºnico rescatable , la educacià ³n y la humildad que poseen. Esta gente que no conoce otra cosa , cree que vive bien.  ¿Quà © es S.D.C.R.? ( Servicio de Control Revolucionario ) una persona por cuadra controla y ayuda al vecindario, se cambia cada aà ±o y se eligen a las personas ms inteligentes. Escuchar la radio y ver canal 13 y 9 â€Å"Rebelde† es ver a Fidel y sus Ministros hablando por ejemplo de â€Å"Bahà ­a Cochinos†, de â€Å"los 5 exiliados secuestrados por Estados Unidos†, del â€Å"caso Elian†, vuelven a cosas viejas en un blanqueo de cerebro continuo. De 17 a 20 horas transmiten desde â€Å"El Senado†: opinan sobre Estados Unidos como â€Å"monstruos, imperialistas, morirn y se retorcern en sus tumbas† y mucha gente joven apoyando esta actitud. Sin embargo, no toda la gente joven apoya el rà ©gimen cubano, algunos reciben mercancà ­as de contrabando, y logran conocer el mundo a travà ©s de esas pequeà ±as cosas, como fotos, revistas, mà ºsica. Son ellos los que se cuestionan  ¿Por quà © las cosas son como son? Un encuentro inolvidable.  ¡Por fin pude conversar con una maestra!,Una docente. La casa humilde, muy humilde y cercana a las plantaciones de tabaco. Su educacià ³n es elogiable, su tono, su voz me habla de metodologà ­as y sistemas de enseà ±anza antiguos, pero efectivos. Toma casi como normal el hecho de que los alumnos, todos los dà ­as deban comentar en clase los mensajes de Fidel Castro al pueblo, desde radio Rebelde. Me recordà ³ otros tiempos vividos en la Argentina. Ella tambià ©n recibe su caja con provisiones que le alcanzan para 10 à ³ 15 dà ­as me solicita jabones â€Å"perfumados†. Su deseo poder conocer el mundo. Su sueà ±o: hace cuatro aà ±os que est juntando dinero para hacerle la reunià ³n y el traje largo a su hija que cumplir 15 aà ±os. Dice que los nià ±os aman a su patria, pues son valores que se trabajan desde la nià ±ez. Comenta que al hacer el trabajo de huerta y asistir a clase (lejos del centro de la Habana) los nià ±os extraà ±an a sus familias y se los observa â€Å"cansados†. La cito en el Hotel y puntualmente, vestida con humildad me trae como obsequio el libro de Josà © Martà ­: â€Å"La edad de oro† (fue uno de los primeros escritores americanos que dedicà ³ una revista a los nià ±os). Lamentablemente no la dejan pasar a la habitacià ³n, ni al comedor del hotel. Le traigo jabones, muchos jabones que sintetizan lo que siento, la grandeza de espà ­ritu de esa gente, que se â€Å"conforma† con ese destino y viven como en el aà ±o de la Revolucià ³n, 1958. Juntas y llorando recitamos cultivo una rosa blanca y nos abrazamos sabiendo que nunca ms nos veremos, ya que es imposible que ella salga de su paà ­s. A tantos aà ±os de la Revolucià ³n Cubana, la viven como presente. El â€Å"Che† es figura indiscutible. La cultura polà ­tica Cubana atraviesa por un momento critico, consecuencia de un complejo conjunto de fenà ³menos que ponen en tela de juicio la legitimidad de dirigentes partidarios el rà ©gimen y autoridades pà ºblicas. Noto una gran distancia entre representantes y representados. La corrupcià ³n, el abuso del poder y â€Å"el miedo† provocan trastornos y malestar en la poblacià ³n. La hegemonà ­a es total. Todos quieren conservar sus cargos. Los logros en Educacià ³n pueden considerarse como insuficientes, porque no hay metodologà ­as democrticas. Es imposible ejercitar un procedimiento electoral, para renovar las autoridades. Es decir, se violan los derechos humanos y la educacià ³n va inmersa en ese todo. Hay apatà ­a o aceptacià ³n total al rà ©gimen por parte de los jà ³venes. La democracia permitirà ­a la realizacià ³n de mejoras y correcciones en el sistema educativo, que por el momento es mostrado al exterior como â€Å"muy bueno†, pero esa no es la realidad. Tanto menores como ancianos son afectados por la mala alimentacià ³n y la pobreza extrema. Hay problemas para el acceso a medicamentos y tratamientos. Se demoran las cirugà ­as en los pueblos por la falta de medios de locomocià ³n en las famosas guaguas . Las evidencias muestran alumnos internos en escuelas alejadas del centro, tipo granjas y sus familias son los sectores ms expuestos a la crisis precisamente, quienes ms asistencia pà ºblica necesitan. Pero rescato una regla fundamental â€Å"NO MENTIR†, ya que los movimientos de los cubanos son muy controlados. Pero el que no miente es el pueblo. Tambià ©n, si desde ac, me pongo a pensar en las escuelas primarias bonaerenses, podrà ­a discutir largo tiempo sobre el sistema Argentino, y nuestra â€Å"pobreza intelectual, cultural, creativa†. Pienso, que a los nià ±os cubanos, los llevan a los museos como â€Å"recreacià ³n y aprendizaje†,  ¡escuchad Argentina!, que los nià ±os, pueden divertirse aprendiendo y ser ante todo â€Å"personas con historia y tradicià ³n†. Vuelvo a pensar en los discursos de Fidel: â€Å"LAS PALABRAS NO ACLARAN, ENCUBREN†. Los temas de conversacià ³n son siempre dirigidos a su problema con Estados Unidos. Es un dictador con â€Å"carisma†. El pueblo lo escucha, ya que todos allà ­ se rigen por un principio fundamental, y Fidel conoce esto, por que en el momento exacto engendra sentimientos patrià ³ticos que hacen estallar a su pueblo. Research Papers on Universidad Nacional de Lomas de Zamora - Spanish EssayEffects of Television Violence on ChildrenAssess the importance of Nationalism 1815-1850 EuropeAnalysis Of A Cosmetics AdvertisementRelationship between Media Coverage and Social andMind TravelPETSTEL analysis of IndiaComparison: Letter from Birmingham and CritoWhere Wild and West MeetThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married Males

Adam Walsh Act Essay Example

Adam Walsh Act Essay Example Adam Walsh Act Essay Adam Walsh Act Essay Thousands of people are sexually abused every year, however not all sex offenders are ever apprehended. There really is no description as to who is a sex offender as they can seem normal and be highly intelligent. They have been known to premeditate and to use deceptive techniques to get what they want (Cross-Tower, 2008). Many believe that sexual offenders should be monitored for the rest of their lives because statistics show that hey are likely to repeat their first offense and to ensure the safety of society. The Adam Walsh Child Protection and Safety Act requires that before a sex offender Is released from prison or three days after being release from nonpoisonous sentence that they must be registered in the sex offender registration. They must provide their name, USN, address, name and address of their employer if they have one, if they are a student they need to provide the school and address, and license plate along with car description (Public law 2006). At the same time, the state must also provide into the registry the description of the sex offender, the offense, criminal history, fingerprints, and current photograph (Public law 2006). The law also requires a classification of sex offenders which is broken down into three categories: Tier l, Tier II, and Tier Ill. Each tier Is setup with different requirements. For example, Tier Ill, sex offenders In this tier are required to update their whereabouts every three months along with malignantly life registration. Tier II ex offenders must update their whereabouts every SIX months and be registered In the database for 25 years. And the less severe Tier I only update their whereabouts once a year but must be registered for 15 years. Sex offenders in Tier II are people who have been imprisoned for more then a year and who have committed the following offenses: sex trafficking; coercion and enticement; transportation with intent to engage in criminal sexual activity; abusive sexual contact (Public law 109? 2006).

Strong Inventory analisys and MBTI Personal Statement

Strong Inventory analisys and MBTI - Personal Statement Example My MBTI test reveals that my MBTI type is INFJ. This personality type is the short form for Introverted iNtuitive Feeling Judging People who belong to this type are generated Introverted Intuition with Extraverted Feeling. According to Personality Page (2010), â€Å"As an INFJ, your primary mode of living is focused internally, where you take things in primarily via intuition†. This is to say that we look more to ourselves though we are not selfish. The reason we would look more to ourselves is because we are introverts and do not easily associate with people. Introverts are person who tends to focus on their own thoughts and feelings (EnglishTest.Net, 2011). Instead of making friend with almost everyone who comes their way, we would rather â€Å"direct their energy towards the inner world of thoughts and emotions† (Team Technology, 1995). For this reason, the INFJ personality type thinks and invents a lot. The possibility of dealing with external influence is judged by how we feel about them and how they suit our way of doing things. This is to say that we are not easily influenced. We will do things only because we feel it is right for us to do it. Personality Pages describes INFJs as people who â€Å"are gentle, caring, complex, highly intuitive, artistic and creative who live in a world of hidden meanings and possibilities.† It is believed that only 1% of the world’s population has this personality meaning it is the most uncommon. Functional Preference Ordering According to personality page (2010), there are four functional preference ordering for the INFJ which are Dominant (Introverted Intuition), Auxiliary (Extraverted Feeling), Tertiary (Introverted Thinking) and Inferior (Extraverted Sensing). According to Butt (2010), â€Å"Introverted intuitive, INFJs enjoy a greater clarity of perception of inner, unconscious processes†. The strength or advantage of this preference ordering lies in the fact that because the introve rted intuitive requires greater clarity of perception, they are deep thinkers and do not take decisions briskly. With the extraverted feeling, Butt holds the view that they â€Å"express a range of emotion and opinions of, for and about people and find themselves caught between the desire to express their wealth of feelings and moral conclusions about the actions and attitudes of others, and the awareness of the consequences of unbridled candor.† The strength in this ordering or preference is that such people are very selfless and put others first. This is seen in their habit of being caring, loving, empathetic and generous. The introverted thinking ordering also has to do with people â€Å"make decisions based on logic, so the introverted thinking function allows a person to categorize and analyze data† (My Personality Info, 2011). The final type which is extraverted sensing also carries a lot of strengths and advantages. Such a person believes in personal experience and cannot be persuaded easily to do something out of his wish. According to My Personality Info, extraverted sensing â€Å"is the ability to be keen to what is seen, smelled, touched, heard and tasted.† Relation of my MBTI to my Career Interests My career interest is in becoming an individual therapist and also to take up careers in teaching and taking to counseling and clergy work. I find this ambition so linked with my MBTI personality type. This is because as per my type, I am visionary, understand people and situation, highly principled, sensitive and compassionate, service-oriented, value authentic relationship and I dislike dealing with details unless they enhance or promote my vision† (Personality Page, 2010). These are traits that are shared in an individual therapist. This is because according to Therapists.Net, an individual therapists help others â€Å"to learn to be more confident in yourself, to make your voice heard through communication, to validate you r own emotions, to learn to love yourself, and to learn better ways of coping with anger, sadness and stress (and not rely on your

Jefferson's view about the Missouri Compromise Assignment

Jefferson's view about the Missouri Compromise - Assignment Example It is interesting to consider the view of Jefferson with the benefit of hindsight. The admission of Missouri as a slave state would have meant that the number of slave states within the Union would outnumber the free states by one, hence the compromise of allowing Maine to enter the Union as a free state. By the start of the Civil War, 25 states supported the federal government and 11 states were part of the Confederacy, and by the end of the Civil War the Union had prevaled. In a sense, Jefferson was right to have misgivings because the Union as it was in 1820 was destroyed, and the Missouri Compromise was one of the triggers for the start of the Civil War (McPherson & Hogue, 2009, p19). The Missouri Compromise is said to have exposed slavery as a contentious issue, and of course the Civil War was a response to slavery. However, Jefferson was not completely wrong. He also described the Missouri Compromise as the knell of the Union, where knell is taken to mean a solomn announcement of death. The Union as it was then died, perhaps, but the Civil War did end in a Union victory and thus the Missouri Compromise can be said to have strengthened the Union infinitely. The Missouri Compromise was not the only source of growing tensions in the US. In the 1840s, the American-Mexican war took place in response to the Mexican designs for the state of Texas (one of the states supporting slavery in the Confederacy). It was the American victory (and subsequent permanent acquisition of the state of Texas, amongst others) that led to the next Compromise with regard to slavery, that of 1850 (McPherson & Hogue, 2009, p88). The Compromise of 1850 was a bill defining the status of the newly aquired states within the United States, something that diffused the immediate political problems but did not, evidently, remove the need for the Civil War. We can say that